by Anne Elrod Whitney & Linda FriedrichIn this article, we explore the legacy of the National Writing Project, a thirty-seven-year-old professional development network dedicated to improving the teaching of writing, focusing on the broader orientations (Friedrichsen, VanDriel, & Abell, 2011) developed within that network rather than solely on the transmission of specific teaching strategies. post a comment

by Diane Yendol-Hoppey, David Hoppey, Aimee Morewood, Sharon B. Hayes & Meadow Sherrill GrahamTeacher education faculty face increasing pressure to simultaneously strengthen and reform teacher education programs while maintaining research productivity. The demands placed on teacher education programs to increase relevancy by strengthening clinical components of teacher preparation has once again reached the fore. The energy for this reform often rests on the shoulders of tenure earning faculty who have developed as engaged scholars during their doctoral preparation and wish to continue this work as they enter the professoriate. This qualitative study describes six challenges faced by new faculty who assume leadership in clinically rich teacher education reform and identifies faculty identity and micropolitical concerns as central to navigating challenges. A most important implication drawn from this study is that doctoral programs are now preparing new faculty who embrace clinically rich teacher preparation but do not receive adequate support as they enter academia. In the end, our newest faculty are quickly socialized away from clinical aspects of teacher education. After reviewing each of these persisting challenges, we discuss two assertions that must be resolved by university, college, and department leadership as well as tenured colleagues if we wish to support new faculty involvement in developing clinically rich teacher education reform. post a comment

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